CASS Network 21 CASA
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CASS Network 21 CASA

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Presented to the Canadian Association of School Administrators

Presented to the Canadian Association of School Administrators

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  • education reform must be systemic, not just technological
  • education reform must be systemic, not just technological
  • education reform must be systemic, not just technological
  • The skills and competencies required for productive work in innovative organizations and professions provide a foundation for designing environments, practices, andformative assessments to help schools and education systems meet 21st century expectations

Transcript

  • 1. Building Capacity for Learning Technology LeadershipThe CASS Network of 21st Century School Systems
    Jim Brandon and Gary Strother
    CASA Niagara Falls – July 9, 2011
  • 2. PURPOSES
    To deepen participant understanding of
    • 21st century learning and teaching
    • 3. transformational leadership
    • 4. IT governance
    • 5. school systems as knowledge building organizations
  • THE CASS FRAMEWORK FOR SCHOOL SYSTEM SUCCESS(September 2009)
    A collaboratively developed articulation of 11 dimensions of system leadership practice that best available evidence and practical wisdom identify as positively impacting student learning
  • 6. The CASS Framework for School System Success
    A. VISION and DIRECTION SETTING
    Jurisdiction-Wide Focus on Student Achievement
    Targeted and Phased Focuses for School Improvement
    Strategic Engagement with the Government’s Agenda for Change and Associated Resources
    B. ORGANIZATION DESIGN and ALIGNMENT
    Infrastructure Alignment
    C. CAPACITY DEVELOPMENT
    Jurisdiction-wide sense of efficacy
    Investing in Instructional Leadership
    District-wide, job embedded professional development for leaders and teachers
  • 7. The CASS Framework for School System Success
    D. RELATIONSHIP BUILDING
    Building and Maintaining Good Relations
    Engaging Parents
    E. THE PRIMACY of CURRICULUM and INSTRUCTION
    Approaches to Curriculum and Instruction
    Use of Evidence for Planning, Organizational Learning and Accountability
  • 8. The best available evidence suggests that High Performing School Systems focus on
    CAPACITY DEVELOPMENT
    Dimension 6: Investing in Instructional Leadership
    Change the conceptions of leadership expected of senior staff and others.
    Hold principals directly accountable for the quality of instruction in their schools.
    Encourage principals to supplement the instructional leadership in their schools with central office expertise as needed.
    Provide opportunities in the district for principals to further develop their instructional leadership capacities.
    Use external expertise to develop instructional leadership in the district.
  • 9. Looking at research in 4 areas connected to High Performing School Jurisdictions in the Application of 21st Century Learning Technology
    12th Dimension: System Leadership for Learning Technology Success
    A Shared Vision of 21st Century Learning and Teaching
    Transformational School and System Leadership
    IT Governance
    School Systems as Knowledge-building Organizations
    FOUNDED ON RESEARCH BY
    Drs. Sharon Friesen and Jennifer Lock – U of C – 2010
    Dr. Maurice Hollingsworth – U of L – 2008
    Jeff Rawlings – Alberta Education – 2010
    Charmaine Brooks – U of A – 2010
    ADDINGPRACTICAL WISDOM THROUGH CONVERSATION
  • 10. Cass NETWORK of 21st CENTURY SCHOOL SYSTEMS
    Rocky View Schools, Airdrie Oct 19, 2010 & Feb 15. 2011
    Focusing on jurisdiction implementation of 21st century learning and teaching
    Generative network for districts highly committed to the application of learning technologies toward 21st century learning and teaching
    Sharing insights, challenges and supporting each other’s work
    Learning with and from other Alberta school jurisdictions
    Dialogue and inquiry on evidence based leadership practice
    http://cass.rockyview.ab.ca/
  • 11. Koehler, M. & Misha, P. (2008). Introducing TPCK. In AACTE (Eds) Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators. Routledge: New York, NY
  • 12. A Shared Vision of 21st Century Learning and Teaching Binkley et. al (2010)
    Ways of Thinking
    Creativity, critical thinking, decision making, problem-solving
    Ways of Working
    Including communication and collaboration
    Tools for Working
    Ability to recognize and exploit the potential of new technologies
    Ways of Living Together
    The capacity to live in a multifaceted world as active, participating and contributing citizens
  • 13. A Shared Vision of 21st Century Learning and Teaching Embedding technology in rich, robust learning by
    nurturing active and in-depth learning
    requiring authenticity
    fostering collaboration
    utilizing prior knowledge and experience
    organizing knowledge around key concepts and connections
    supporting the development of meta-cognitive skills
  • 14. Learning from Studies of 7 High Performing Jurisdictions
    TEACHERS as DESIGNERS OF 21st CENTURY LEARNING
    developed strong authentic discipline-based inquiry work for students
    scaffolded student work with robust instructional practices that conformed to the learners and assessment practices that aided each child to improve, grow and thrive
    called upon networked digital technologies to create knowledge-building classrooms
    created strong relationships with their students and other teachers. Created processes so that students built strong relationships with each other and with experts in the field as they learned together
    worked with peers to critically reflect on their practice and work on improving their practice in the company of peers.
  • 15. Shared Vision of 21st Century Learning and Teaching
    “Aspiring to be barebones…”
    New Direction
    IT Lead Team
    At the Table
    External Audit
    $ to Fund
    Hand in Hand with Instructional Services
  • 16. A Shared Vision of 21st Century Learning and Teaching
    What are your district’s strengths in this area?
    What next steps do you foresee for your district in this area?
  • 17. Transformational School and System Leadership
    What ways of thinking about technology, teaching and learning need to be cultivated in the leadership community?
    Brooks, 2010
  • 18. Transformational School and System Leadership
    Transformational approaches emphasize emotions and values and share in common the fundamental aim of fostering capacity development.
    Leithwood and Janzi, 2009, p. 38
  • 19. Transformational School and System Leadership
    Attending to the instructional core and the ways in which technology impacts the instructional core
    Building strong learning and leading relationships
    Guiding and coaching other leaders
    Knowing and fostering 21st century learning environments
  • 20. Learning from Studies of 7 High Performing Jurisdictions
    TRANSFORMATIONAL LEADERSHIP APPROACHES
    Leaders in the seven initiatives
    collaboratively created a shared vision: support for technology within a strong vision for learning from the learning sciences.
    ensured access to current networked digital resources
    ensured that all involved became skilled technology users
    ensured technical assistance
    ensured those involved had subject and content knowledge in combination with pedagogical skill
    ensured student-centered learning approaches
    generated and maintained community support
    ensured policies to sustain and strengthen the initiative
  • 21. Transformational School and District Leadership
    Why Not: I.T’s About Teaching and Learning!
    Start with IT Department
    Shift in thinking
    Snapshot
    Get leaders (principals) involved
    5 Year Plan
  • 22. Transformational School and System Leadership
    What are your district’s strengths in this area?
    What next steps do you foresee for your district in this area?
  • 23. IT Governance
    Addresses these questions
    Are the objectives of IT aligned with the objectives of the school jurisdiction?
    Are we managing the risks?
    Are we managing our resources effectively and responsibly?
    While still enabling the jurisdiction to achieve its goals?
    How do we know when we have achieved our goals?
    IT Governance Institute Board Briefing on IT Governance, 2nd Edition
  • 24. STRATEGIC
    VALUE
    ALIGNMENT
    DELIVERY
    RISK
    PERFORMANCE
    MANAGEMENT
    MEASUREMENT
    www.itgi.org
    www.itgi.org
    RESOURCE
    MANAGEMENT
    IT Governance
    IT governance is a set of responsibilities and practices exercised by Senior jurisdiction leaders with the goals of:
    • Providingand aligning the strategic IT direction with the jurisdictions objectives
    • 25. Ensuring that IT goals are achieved
    • 26. Ascertaining that risks are managed appropriately
    • 27. Verifying that the jurisdictions resources are used responsibly
    IT Governance Institute Board Briefing on IT Governance, 2nd Edition
  • 28. IT Director/Manger
    Who is responsible?
    IT governance is the responsibility of the senior school jurisdiction leaders
  • 29. IT Governance
    Need a new SIS…
    Necessity of strong infrastructure
    Educate district leaders
    Candy example
    ‘At the table’
  • 30. IT Governance
    What are your district’s strengths in this area?
    What next steps do you foresee for your district in this area?
  • 31. School Districts As Knowledge Building Organizations
  • 32. School Districts As Knowledge Building Organizations
    A knowledge building environment, virtual or otherwise, is one that enhances collaborative efforts to create and continually improve ideas. It exploits the potential of collaborative knowledge work by situating ideas in a communal workspace where others can criticize or contribute to their improvement.
    Scardamalia, et.al., 2010
  • 33. Learning from Studies of 7 High Performing Jurisdictions
    SCHOOL SYSTEMS AS KNOWLEDGE-BUILDING ORGANIZATIONS
    A complex systems-based approach, wherein leaders
    paid attention to emerging learning, collected evidence along the way and made decisions informed by evidence and research
    created adaptable structures
    understood that knowledge-building is created through connections and relationships, not its flow chart. Mindset of inquiry, not certitude
    short term processes focused toward vision, monitoring and adjustments in response to evidence
  • 34. School Jurisdictions as Knowledge Building Organizations
    Professional Development: Teachers Learning from Teachers…
    District Leadership Council
    Partnership with ATA for PD
    Partnering with Students
  • 35. School Systems as Knowledge-building Organizations
    What are your district’s strengths in this area?
    What next steps do you foresee for your district in this area?